Role-Playing Mitosis

Abstract

Biology instruction is effective when students are actively involved in the learning process (Igelsrud & Leonard 1988). Therefore, biology teachers need to reduce their reliance on the lecture mode of teaching and use strategies that encourage student inquiry/discovery, hands-on experience, and interactive group work in order to provide concrete learning situations (Costenson & Lawson 1986; Igelsrud & Leonard 1988, Lapp et al. 1989). For example, in using sweat socks to illustrate nuclear division, Oakley (1994) demonstrates a teacher’s commitment to actively involving students in the process of learning. She says, ‘‘The more I teach, the more I realize the importance of having a student be ‘physical’ in the learning process . . . The more senses involved in learning, the easier it is for the student to learn the material.’’ Role-playing is a useful method for getting students involved in their own learning. Some teachers apply the roleplay method to help students understand abstract biological concepts. For example, Stencel and Barkoff (1993) teach protein synthesis through student role-play. In their role-play, Stencel and Barkoff choreograph protein synthesis to accompaniment with Tchaikovsky’s ‘‘Dance of the Sugar Plum Fairy.’’ Other teachers employ role-playing to engage students in problem-solving situations that integrate science and society. Cherif and Somervill (1995) use role-playing in their classrooms to maximize learning in a setting where students simulate competing community and industrial interests. Students portray city council members, community representatives and industrial delegates debating whether or not to build a biotechnology company in